The Common European Framework in its political and educational context What is the Common European Framework?

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Document Outline

• Common European Framework of Reference for Languages: Learning, teaching, assessment
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  • 1 The Common European Framework in its political and educational context
    • 1.1 What is the Common European Framework?
    • 1.2 The aims and objectives of Council of Europe language policy
    • 1.3 What is ‘ plurilingualism’?
    • 1.4 Why is CEF needed?
    • 1.5 For what uses is CEF intended?
    • 1.6 What criteria must CEF meet?
  • 2 Approach adopted
    • 2.1 An action-oriented approach
      • 2.1.1 The general competences of an individual
      • 2.1.2 Communicative language competence
      • 2.1.3 Language activities
      • 2.1.4 Domains
      • 2.1.5 Tasks, strategies and texts
    • 2.2 Common reference levels of language proficiency
    • 2.3 Language learning and teaching
      • 2.3.1 Scope
      • 2.3.2 Neutrality
      • 2.3.3 Brief overview
    • 2.4 Language assessment
  • 3 Common Reference Levels
    • 3.1 Criteria for descriptors for Common Reference Levels
    • 3.2 The Common Reference Levels
    • 3.3 Presentation of Common Reference Levels
    • 3.4 Illustrative descriptors
      • Communicative activities
      • Strategies
      • Communicative language competences
    • 3.5 Flexibility in a branching approach
    • 3.6 Content coherence in Common Reference Levels
    • 3.7 How to read the scales of illustrative descriptors
    • 3.8 How to use scales of descriptors of language proficiency
    • 3.9 Proficiency levels and achievement grades
  • 4 Language use and the language user/learner
    • 4.1 The context of language use
      • 4.1.1 Domains
      • 4.1.2 Situations
      • 4.1.3 Conditions and constraints
      • 4.1.4 The user/learner’s mental context
      • 4.1.5 The mental context of the interlocutor( s)
    • 4.2 Communication themes
    • 4.3 Communicative tasks and purposes
      • 4.3.1 Needs
      • 4.3.2 Examples of needs
      • 4.3.4 Ludic uses of language
      • 4.3.5 Aesthetic uses of language
    • 4.4 Communicative language activities and strategies
      • 4.4.1 Productive activities and strategies
      • 4.4.2 Receptive activities and strategies
      • 4.4.3 Interactive activities and strategies 4.4.3.1 Spoken interaction
      • 4.4.4 Mediating activities and strategies
      • 4.4.5 Non-verbal communication
    • 4.5 Communicative language processes
      • 4.5.1 Planning
      • 4.5.2 Execution
      • 4.5.3 Monitoring
    • 4.6 Texts
      • 4.6.1 Texts and media
      • 4.6.2 Media include:
      • 4.6.3 Text-types include:
      • 4.6.4 Texts and activities
  • 5 The user/learner’s competences
    • 5.1 General competences
      • 5.1.1 Declarative knowledge
      • 5.1.2 Skills and know-how
      • 5.1.3 ‘ Existential’ competence
      • 5.1.4 Ability to learn
    • 5.2 Communicative language competences
      • 5.2.1 Linguistic competences
      • 5.2.2 Sociolinguistic competence
      • 5.2.3 Pragmatic competences
  • 6 Language learning and teaching
    • 6.1 What is it that learners have to learn or acquire?
      • 6.1.1 Overview
      • 6.1.2 Objectives
      • 6.1.3 Plurilingual competence and pluricultural competence
      • 6.1.4 Variation in objectives in relation to the Framework
    • 6.2 The processes of language learning
      • 6.2.1 Acquisition or learning?
      • 6.2.2 How do learners learn?
    • 6.3 What can each kind of Framework user do to facilitate language learning?
      • 6.3.1 Exams and qualifications
      • 6.3.2 Official curriculum / syllabus
      • 6.3.3 Textbook writers
      • 6.3.4 Teachers
      • 6.3.5 Learners
    • 6.4 Some methodological options for modern language learning and teaching
      • 6.4.1 General approaches
      • 6.4.2 Roles of teachers, learners, media
      • 6.4.3 Role of texts
      • 6.4.4 Role of tasks and activities
      • 6.4.5 Development of communicative strategies
      • 6.4.6 Development of general competences
      • 6.4.7 Development of linguistic competences
      • 6.4.8 Development of sociolinguistic competence
      • 6.4.9 Development of pragmatic competences
    • 6.5 Errors and mistakes
      • 6.5.1 Attitudes to errors
      • 6.5.2 Actions to be taken
      • 6.5.3 Observation and analysis
  • 7 Tasks and their role in language teaching
    • 7.1 Task description
    • 7.2 Task performance
      • 7.2.1 Competences
      • 7.2.2 Conditions and constraints
      • 7.2.3 Strategies
    • 7.3 Task difficulty
      • 7.3.1 Learner competences and learner characteristics
      • 7.3.2 Task conditions and constraints
  • 8 Linguistic diversification and the curriculum
    • 8.1 Definition and initial approach
    • 8.2 Options for curricular design
      • 8.2.1 Diversification within an overall concept
      • 8.2.2 From the partial to the transversal
    • 8.3 Towards curriculum scenarios
      • 8.3.1 Curriculum and variation of objectives
      • 8.3.2 Some examples of differentiated curriculum scenarios
    • 8.4 Assessment and school, out-of-school and post-school learning
      • 8.4.1 The place of the school curriculum
      • 8.4.2 Portfolio and profiling
      • 8.4.3 A multidimensional and modular approach
  • 9 Assessment
    • 9.1 Introduction
    • 9.2 The Framework as a resource for assessment
      • 9.2.1 The specification of the content of tests and examinations
      • 9.2.2 The criteria for the attainment of a learning objective
      • 9.2.3 Describing the levels of proficiency in tests and examinations to aid comparison
    • 9.3 Types of assessment
      • 9.3.1 Achievement assessment/proficiency assessment
      • 9.3.2 Norm-referencing ( NR)/criterion-referencing ( CR)
      • 9.3.3 Mastery CR/continuum CR
      • 9.3.4 Continuous assessment/fixed point assessment
      • 9.3.5 Formative assessment/summative assessment
      • 9.3.6 Direct assessment/indirect assessment
      • 9.3.7 Performance assessment/knowledge assessment
      • 9.3.8 Subjective assessment/objective assessment
      • 9.3.9 Rating on a scale/rating on a checklist
      • 9.3.10 Impression/guided judgement
      • 9.3.11 Holistic/analytic
      • 9.3.12 Series assessment/category assessment
      • 9.3.13 Assessment by others/self-assessment
    • 9.4 Feasible assessment and a metasystem
  • General Bibliography
  • Appendix A: developing proficiency descriptors
    • Descriptor formulation
    • Scale development methodologies
      • Intuitive methods:
      • Qualitative methods:
      • Quantitative methods:
    • Select annotated bibliography: language proficiency scaling
  • Appendix B: The illustrative scales of descriptors
    • The Swiss research project
      • Origin and Context
      • Methodology
      • Results
      • Exploitation
      • Follow up
      • References
    • The descriptors in the Framework
      • Document B1 Illustrative scales in Chapter 4: Communicative activities
      • Document B2 Illustrative scales in Chapter 4: Communication strategies
      • Document B3 Illustrative scales in Chapter 4: Working with text
      • Document B4 Illustrative scales in Chapter 5: Communicative language competence
      • Document B5 Coherence in descriptor calibration
      • Document B4 Scales of language proficiency used as sources
  • Appendix C: The DIALANG scales
    • The DIALANG project
      • The DIALANG assessment system
      • Purpose of DIALANG
      • Assessment procedure in DIALANG
      • Purpose of self-assessment in DIALANG
    • The DIALANG self-assessment scales
      • Source
      • Qualitative development
      • Translation
      • Calibration of the self-assessment statements
    • Other DIALANG scales based on the Common European Framework
      • Concise scales
      • Advisory feedback
      • References
    • Document C1 DIALANG self-assessment statements
    • Document C2 The overall ( concise) scales for reporting DIALANG scores
    • Document C3 Elaborated descriptive scales used in the advisory feedback section of DIALANG
  • Appendix D: The ALTE ‘ Can Do’ statements
    • The ALTE Framework and the ‘ Can Do’ project
      • The ALTE Framework
      • The ALTE ‘ Can Dos’ are user-orientated scales
      • The ALTE ‘ Can Do’ statements are multilingual
      • Organisation of the ‘ Can Do’ statements
      • The development process
      • Empirical validation of the ALTE ‘ Can Do’ statements
      • Textual revision
      • Relating the ‘ Can Do’ statements to ALTE examinations
      • Anchoring to the Council of Europe Framework
      • Levels of proficiency in the ALTE Framework
      • References
      • Document D1 ALTE skill level summaries
      • Document D2 ALTE social and tourist statements summary
      • Document D3 ALTE social and tourist statements
      • Document D4 ALTE work statements summary
      • Document D5 ALTE WORK statements
      • Document D6 ALTE study statements summary
      • Document D7 ALTE STUDY statements
  • Index
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